Teachers’ training of portuguese in Portugal and Brazil
Autor(a) principal: | |
---|---|
Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8564 |
Resumo: | The initial teachers’ training of Portuguese is an important factor in setting their conceptions and practices. In fact, the way teachers measure against the theoretical perspectives available in the field of language education or the discourse State regulator, the options that take in relation to content, pedagogy and assessment, the decisions they take regarding the records way of legitimizing the conduct of his professional practice to articulate, although variable, with the principles, practices and content characteristics of the formation processes that were involved. In this context, the question about the characteristics of teachers training, which has been explicitly set as a variable in the analysis of states of affairs in language education, is an appropriate way to explore what we understand to understand key aspects of the discourses and practices produced contemporaneously in Portuguese teaching. In this paper, the author propose to address, also contrast, the problem of teachers’ training of Portuguese in Portugal and Brazil, understood as an arena where they interact is opposing perspectives on the meanings and content of training, is on the mandate school for Portuguese teaching and learning. |
id |
UEL-3_3b7b048bef40ae5fa056c0fdf285123d |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/8564 |
network_acronym_str |
UEL-3 |
network_name_str |
Signum: Estudos da Linguagem |
repository_id_str |
|
spelling |
Teachers’ training of portuguese in Portugal and BrazilA Formação de Professores de Língua Portuguesa em Portugal e no BrasilCurriculumTeacher trainingTeaching of PortugueseCurrículoFormação docenteEnsino do PortuguêsThe initial teachers’ training of Portuguese is an important factor in setting their conceptions and practices. In fact, the way teachers measure against the theoretical perspectives available in the field of language education or the discourse State regulator, the options that take in relation to content, pedagogy and assessment, the decisions they take regarding the records way of legitimizing the conduct of his professional practice to articulate, although variable, with the principles, practices and content characteristics of the formation processes that were involved. In this context, the question about the characteristics of teachers training, which has been explicitly set as a variable in the analysis of states of affairs in language education, is an appropriate way to explore what we understand to understand key aspects of the discourses and practices produced contemporaneously in Portuguese teaching. In this paper, the author propose to address, also contrast, the problem of teachers’ training of Portuguese in Portugal and Brazil, understood as an arena where they interact is opposing perspectives on the meanings and content of training, is on the mandate school for Portuguese teaching and learning.A formação inicial dos professores de Português constitui um fator relevante de configuração das suas concepções e práticas. Na verdade, a forma como os professores se posicionam face às perspectivas teóricas disponíveis no domínio da educação em línguas ou ao discurso regulador do Estado, as opções que tomam em relação aos conteúdos, à pedagogia e à avaliação, as decisões que assumem quanto aos registros discursivos que legitimam no quadro da sua prática profissional articulam-se, embora de modo variável, com os princípios, as práticas e os conteúdos característicos dos processos formativos em que estiveram envolvidos. Neste quadro, a indagação sobre as características da formação dos professores, que tem vindo a ser explicitamente instituída como variável na análise dos estados de coisas na educação em línguas, constitui um caminho que entendemos pertinente explorar para compreender aspectos centrais dos discursos e das práticas produzidos contemporaneamente no âmbito do ensino do Português. Neste artigo, propõe-se abordar, também contrastivamente, a problemática da formação de professores de Português, em Portugal e no Brasil, entendida como arena onde interagem perspectivas antagônicas seja sobre os sentidos e os conteúdos da formação, seja sobre o mandato da escola relativamente ao ensino e à aprendizagem do Português.UEL2011-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresPesquisa de Fontes e de Microdadosapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/856410.5433/2237-4876.2011v14n1p79Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 79-99Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 79-992237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/8564/9179Biembengut Santade, Maria Suzettinfo:eu-repo/semantics/openAccess2022-11-16T18:21:48Zoai:ojs.pkp.sfu.ca:article/8564Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:21:48Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Teachers’ training of portuguese in Portugal and Brazil A Formação de Professores de Língua Portuguesa em Portugal e no Brasil |
title |
Teachers’ training of portuguese in Portugal and Brazil |
spellingShingle |
Teachers’ training of portuguese in Portugal and Brazil Biembengut Santade, Maria Suzett Curriculum Teacher training Teaching of Portuguese Currículo Formação docente Ensino do Português |
title_short |
Teachers’ training of portuguese in Portugal and Brazil |
title_full |
Teachers’ training of portuguese in Portugal and Brazil |
title_fullStr |
Teachers’ training of portuguese in Portugal and Brazil |
title_full_unstemmed |
Teachers’ training of portuguese in Portugal and Brazil |
title_sort |
Teachers’ training of portuguese in Portugal and Brazil |
author |
Biembengut Santade, Maria Suzett |
author_facet |
Biembengut Santade, Maria Suzett |
author_role |
author |
dc.contributor.author.fl_str_mv |
Biembengut Santade, Maria Suzett |
dc.subject.por.fl_str_mv |
Curriculum Teacher training Teaching of Portuguese Currículo Formação docente Ensino do Português |
topic |
Curriculum Teacher training Teaching of Portuguese Currículo Formação docente Ensino do Português |
description |
The initial teachers’ training of Portuguese is an important factor in setting their conceptions and practices. In fact, the way teachers measure against the theoretical perspectives available in the field of language education or the discourse State regulator, the options that take in relation to content, pedagogy and assessment, the decisions they take regarding the records way of legitimizing the conduct of his professional practice to articulate, although variable, with the principles, practices and content characteristics of the formation processes that were involved. In this context, the question about the characteristics of teachers training, which has been explicitly set as a variable in the analysis of states of affairs in language education, is an appropriate way to explore what we understand to understand key aspects of the discourses and practices produced contemporaneously in Portuguese teaching. In this paper, the author propose to address, also contrast, the problem of teachers’ training of Portuguese in Portugal and Brazil, understood as an arena where they interact is opposing perspectives on the meanings and content of training, is on the mandate school for Portuguese teaching and learning. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-06-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Pesquisa de Fontes e de Microdados |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8564 10.5433/2237-4876.2011v14n1p79 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8564 |
identifier_str_mv |
10.5433/2237-4876.2011v14n1p79 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8564/9179 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UEL |
publisher.none.fl_str_mv |
UEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 79-99 Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 79-99 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
_version_ |
1799305962519003136 |